Lesson Plan One

Topic area: Stage of Learner: Syllabus Pages:

Linear relationships Stage 5.1/ 5.2; Year 9 Mathematics K-10 Syllabus 2012
MA5.1-6NA determines the pp. 348
gradient and graphs linear
relationships
Date: Location Booked: Lesson Number: 1/6

Time: 60 minutes Total Number of students:24 Printing/preparation

Outcomes Assessment Contents

Syllabus outcomes Lesson Students:
determines the gradient and assessment Find the gradient of a line segment (interval) on
graphs linear relationships Formative the Cartesian plane using a range of strategies:
MA5.1-6NA assessment such  plot and join two points to form an
as a teacher: interval on the Cartesian plane and form
- asking students a right-angled triangle by drawing a
to use thumb vertical side from the higher point and a
Life Skills outcomes up/down to horizontal side from the lower point
show whether  use the interval between two points on
they understand the Cartesian plane as the hypotenuse
all the key ideas of a right-angled triangle and use
or not. relationship gradient = rise/run to find
- observing and the gradient of the interval joining two
posing questions points
for - describe the meaning of the gradient
individual/group of an interval joining two points and
s explain how it can be found
(Communicating)
- distinguish between positive and
negative gradients from a diagram
(Reasoning)
Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
Cross Curriculum themes: N/A Understand what gradient is, distinguish
General capabilities: between different types of gradients, and know
- Numeracy how to calculate gradient
- Literacy
- Critical and creative thinking
 Quality Teaching Elements (lesson focus) Highlight the appropriate areas
Intellectual Quality 1.1 Deep 1.4 Higher-order
This refers to pedagogy focused on producing deep knowledge thinking
understanding of important, substantive concepts, skills and ideas. 1.2 Deep 1.5 Metalanguage
Such pedagogy treats knowledge as something that requires active understanding 1.6 Substantive
construction and requires students to engage in higher-order 1.3 Problematic communication
thinking and to communicate substantively about what they are knowledge
learning.
Quality Learning Environment 2.1 Explicit quality 2.4 Social Support
This refers to pedagogy that creates classrooms where students criteria 2.5 Students’ self
and teachers work productively in an environment clearly focused 2.2 Engagement regulation
on learning. Such pedagogy sets high and explicit expectations and 2.3 High 2.6 Student direction
develops positive relationships between teacher and students and Expectations
among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful knowledge 3.5 Connectedness
and important to students. Such pedagogy draws clear connections 3.2 Cultural 3.6 Narrative
with students’ prior knowledge and identities, with contexts knowledge
outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration

How the quality teaching elements you have identified are achieved within the lesson.

Teaching Indicators of presence in the lesson

element
1.1 Students' prior knowledge on Cartesian plane is now linked with the calculation of the
1.4 gradient
1.6 Students need to think of a way to measure the steepness of gradient
explain different types of gradients
2.1 teacher demonstrates the quality of work that are to be expected from the students.
2.4 group discussions allow students to share their understanding with peers and get to listen
to others' ideas
3.1 assess students' prior knowledge via discussion and link between what student already
know and what they are going to learn
3.3 link between Cartesian plane and how to calculate the gradient
Time Teaching and learning actions Organisation Centred
T/S
0-5 Teacher greets students and asks them to Teacher: Greets students, outlined T
lesson details
unpack and sit down in their seats.
Student: Takes out books and
Students take out their work book and stationery
stationery required for the lesson. Resources: Books, stationery.

5-15 Teacher hands out notification about the Teacher: : hands out notification, T
explains about the project
school design project that students will have
to submit next week. Student: asks about the project

Resources: project notification

Teacher explains about the project and what
students need to do to complete the project.

Teacher explicitly explains to students that

what they learn in today lesson and the next
2 lessons will help them complete the project.

Teacher explains to students this project is

designed to help the students explore more
about linear relationships and help them to
understand more about the topic.

Teacher asks if students have any questions

that they want to ask. If everyone is clear
with what they have to do, teacher then can
move on.

15-20 Teacher explains to students that today we Teacher: briefs overview of Cartesian T
plan
will learn about the gradient of a line
segment on Cartesian plan. Student: listens and takes note

Resources: marker and whiteboard

First, teacher briefly task about Cartesian
plan, x-axis, y-axis and coordinates. Teacher
draws the axes and demonstrate the plotting
of points. Teacher shows a few points on the
board.

For example:
 (1,2), move along by 1 unit to the
right and
then move up by 2 units.
 (-2,-3) move along by 2 units to the
left
and then move down by 3 units.
20-25 Teacher then writes the word gradient on the Teacher: brainstorms students' ideas T and S
and explicitly define what gradient is
board and asks students to quickly discuss
among them self what they know about Student: answers question and takes
gradient. note

Resources: marker and whiteboard

After 1 minute, teacher asks students for
what they think a gradient is.
Expected answers: slope, rise/run, steepness,
coordinates, etc.

Teacher defines the meaning of gradient as:

- the steepness of the line
- it tells us how much a line slopes up or down
when we move one unit along the horizontal
axis.
25-30 Group activity: Which is steeper? Teacher: facilitates discussions S

Student: discusses with friends

In this activity, students discuss with the
peers then decide which line is steeper, and Resources: markers and whiteboard
(if possible, teacher should use
explain why. smartboard)

Example 1:

Example 2:
 Example 3:

For example 1 and 2 students should be able

to decide which line is steeper. However
when it comes to example 3 students will
realise that visually looking at a line segment
are almost impossible to tell which one is
steeper. Students should realise they need a
way to compare the gradients of different
segments.

Teacher suggests maybe if we can plot these

segments on the Cartesian plane and
measure each steepness, it will be a lot easier
to decide.

Let students discuss among themselves and

see what they can come up with

30-40 Teacher: introduces key idea T

Teacher introduces the formula ,
which can be used to measure the steepness Student: listens and takes note
where m is the gradient, rise or fall is the Resources: smartboard
vertical change and run is the horizontal
change.

Teacher uses the segments in example 3 to

demonstrate how students can plot these on
the Cartesian plane and form a right-angled
triangle by drawing a vertical side from the
higher point and horizontal side from the
lower point

m1 = 30/10 = 3
 Teacher lets students work out the other two.
After students finish, teacher reveals the
answer and the working out

m2 = 31/10 = 3.1

m3 = 32/10 = 3.2

By comparing the values m1, m2, and m3, we

can conclude the third line is steeper.

40-43 Teacher asks students: do all the gradients Teacher: poses questions that prompt S
thinking
have to be always positive? Because so far
our answers are all positive numbers. Will Student: contributes to discussions
there be a situation where the gradient is
Resources:
negative, zero or even undefined?

Let students discuss in pairs. Teacher asks

students to show hand if they think there is a:
- negative gradient,
- zero gradient, and
- undefined gradient.
For each of the group ask them how will a
negative/zero/undefined gradient look like?
And why they think it would look like that?
43-50 Teacher draws a special house (no door, no Teacher: draws an image of a house, T and S
facilitates discussions
window) on the board and asks students to
copy exactly into their book. Student: copy and label the image in
workbook

Resources: markers, whiteboard

Teacher tells students that this is called the

gradient house, and it will help them to
remember all sort of gradients

Teacher and students will start discussing

about the different types of gradients.
Teacher and students will start labelling and
teacher will be explaining each of the
gradients.

50-55 Teacher hands out Alphabet gradient Teacher: hands out worksheet, Mostly S
circulates and provides support where
worksheet. needed
Instruction:
Students view the letters of the alphabet as Student: tries to do as many as
possible
line segments with positive, negative,
undefined and zero gradient. Resources: alphabet gradient
Requirements: worksheet
- Everyone must complete at least 3 letters of
their choice
- Those finish early can try write down their
name and work out how many different types
of gradients their name have.
- Extension: Set up a Cartesian plane, label x
and y-axis, and draw letter "W" (the size is up
to you). Can you work out the gradients for all
of the line segments in the letter W?
55-60 Teacher summarises key points of the lesson Teacher: summarises key ideas, T
explains that students should be able
to do the first part of the project
Reminds students to start on the first and
second part of the project; if there is any Student: asks questions
problem, students can ask in the next lesson.
Resources:
Ask students if they have any further
questions.

Dismiss the class

Reflection
What have I learned about the teaching and learning process when preparing this
lesson?

I have learned that it is important to allow extra thinking time for students to
process the new knowledge as well as to link their old knowledge. Also it is
important for teacher to assess students' prior knowledge because students' prior
knowledge could be deficient or inaccurate.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

Conceptual understanding of Brainstorm, "Which is steeper" activity
gradient
How to calculate gradient Observation and Working out in the example 3 of "which is
steeper" activity
Different types of gradients Alphabet gradient

Other considerations

Complete the table blow by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with
the standard.

Graduate Evidence within this lesson

Standards
1.1, 1.2, 1.5 Different teaching strategies, e.g. group work, think-pair-share, or
the use of gradient house to help students visualise different types of
gradients
Wide range of activities that cater different needs of students, e.g.
"alphabet gradient" activity, students with higher abilities could try
to complete the whole alphabet
2.1, 2.2, 2.5, Start with an overview of Cartesian plane which help to reinforce
2.6 students' prior knowledge and then build on the conceptual
understanding about gradient.
 Students must strong oral explanations throughout the lesson.
ICT was used in some of the examples to help students visualise and
to gain better understanding.
3.1, 3.3 Differentiated learning materials to provide achievable for all
students and challenging goal for more able students. Range of
teaching strategies such as group work, or class discussion
4.1, 4.2 Group work activity with clear instructions so that students can work
and support each other.
4.4 As students are discussing, teacher circulates around the class to
monitor students' behaviours
5.1, 5.2 Posing questions to assess students' understanding as well as to
prompt student thinking. Constructive and meaningful feedback
throughout the lesson.

WHS
What are the key risk issues that may appear for and need to be reduced/eliminated
in this lesson? Using your syllabus and support documents as well as other WHS
policy- Outline the key WHS considerations that are to be applied in this lesson?

References (In APA)

You must list all references that you have used for the content and resources of this
lesson in this space.

Absolute Value. (2016). Teacher Pay Teacher. Retrieved from

https://www.teacherspayteachers.com/Product/Alphabet-Slope-Creative-Project-
1924664
Resources Attached:
You must list all the resources that you have created or found in this space.
 Lesson Plan Two

Topic area: Stage of Learner: Syllabus Pages:

Linear relationships Stage 5.1/5.2; Year 9 Mathematics K-10 Syllabus 2012
MA5.2-9NA uses the gradient- pp. 375
intercept form to interpret
and graph linear relationships
Date: Location Booked: Lesson Number: 2/6

Time: 60 minutes Total Number of students: 24 Printing/preparation:

Outcomes Assessment Contents

Syllabus outcomes Lesson assessment Students:
Uses the gradient-intercept form to Formative assessment Interpret and graph linear relationships using gradient-intercept
interpret and graph linear such as a teacher: form of the equation of a straight line
relationships - asking students to  graph equations of the form by using the
raise their hands if gradient and the y-intercept, and with the use of
they feel they have digital technologies
understood a - use graphing software to graph a variety of equations
Life Skills outcomes introduced concept of straight lines, and describe the similarities and
- posing questions to differences between them, eg
individuals/groups of
students
- providing
constructive feedback
(Communicating)
- explain the effect of changing the gradient or the y-
intercept on the graph of a straight line
(Communicating, Reasoning)
 graph straight lines with equations of the form
('gradient-intercept form')
 recognise equations of the form as
representing straight lines and interpret the x-
coefficient (m) as the gradient, and the constant (c) as
the y-intercept, or a straight line
 rearrange an equation of a straight line in the form of
('general form') to gradient-intercept
form to determine the gradient and the y-intercept of
the line

Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
Cross Curriculum themes: N/A - Discuss the relationship between different y-
General capabilities: intercepts and same gradient for the given rule
- Numeracy - Discuss the relationship between different
- Literacy gradients and same y-intercept for the given
- Information and communication technology rule
capability - Sketch straight lines in the form
- Critical and creative thinking - Recognise equations of the form ,
where m = gradient, c = y-intercept
- Rearrange an equation in the form of
to gradient-intercept form
- State the gradient and the y-intercept of the
straight lines
 Quality Teaching Elements (lesson focus) Highlight the appropriate areas
Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order knowledge communication
thinking and to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students’ self regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students
and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration

How the quality teaching elements you have identified are achieved within the lesson.

Teaching Indicators of presence in the lesson

element
1.1 build on previous knowledge and make connection between gradient and y-intercept in
relation to the equation of a line
1.2 students develop an understanding of the gradient/intercept form by comparing the
gradient and y-intercept
1.4 students actively construct their knowledge by looking for pattern
1.6 students need to communicate substantively with their peers and elaborate their
understanding of what they are learning
2.2 ICT was integrated in this lesson to help students learning and to get students attention.
2.3 students are expected to deliver their work to high standards
2.4 working in pairs/groups allow students to support each other
2.5 students are constantly participating in class discussion and group works, which help to
minimise disruptive behaviour
3.1 knowing how to rearrange equations in general form to gradient-intercept form to find the
gradient and y-intercept
3.3 making connection between gradient and y-intercept with the form y = mx + c
3.4 materials are designed in a way that all students can complete the task successfully at
different levels
Time Teaching and learning actions Organisation Centred
T/S
Intro Teacher greets students and asks them to Teacher: Greets students, marks roll T
0-10
unpack and sit down in their seats. Student: Takes out books and
stationery
Students take out their work book and
Resources: Books, stationery, and
stationery required for the lesson. class roll.

Teacher asks if anyone has any problem with

part 1 or part 2 of the project.

If there is no question, then teacher can move

on to today lesson

10-15 Teacher uses GraphSketch to show the graph Teacher: Sketches graphs, T and S
notes students' responses, and guide
of the rule , then asks students to the students to the answers.
state whether the gradient is positive,
negative, zero or undefined, then find the Student: Answers and asks questions
gradient and the y-intercept. Resources: Smartboard, GraphSketch

The students can work individually or in pairs.

Some students might forget how to calculate

the gradient or what the y-intercept is. By
working in pairs, they can help each other,
thereby reinforce their understanding.

Teacher asks the students for their answers of

the gradient and the y-intercept
The correct answer for the gradient is 2 and
the y-intercept is 1.

Teacher asks if the students notice anything

special between the answers and the given
equations
Some students will realise that the 2 answers
match with the 2 numbers in the rule
.
15-20 Teacher asks the whole class why these 2 Teacher: Asks questions to help Mostly S
students make connection about
numbers correspond to the number in the gradient-intercept
rule. Was this just a coincidence?
Student: Participates in class
discussion, answers and asks
Teacher uses GraphSketch to show another questions
graph of the rule , and asks
students to repeat the same process to see if Resources: Smartboard, GraphSketch
this time, the gradient and the y-intercept
match with the numbers in the rule or not.

If the answer is yes, asks them to figure out

the pattern and see if they can find the
gradient and the y-intercept for the following
rules without doing any calculation

(a)
(b)
(c)
(d) (this question is for more
able students)

After finding out all of the gradients and y-

intercepts for the above rules, students will
realise the equation of a straight line contains
these two pieces of properties the gradient-
intercept form, whereas the gradient is the
coefficient of x and the y-intercept is the
constant term

20-25 Teacher asks students (in groups/individuals) Teacher: Asks questions and facilitates T and S
discussion, introduces the gradient-
what they notice and shares their finding with intercept form
the class.
Student: Participates in discussion,
listens and takes note
Teacher gathers everyone's attention and
introduce the concept of the gradient- Resurces: Smartboard/Whiteboard,
intercept form markers

Teacher explains this is why these rules are

 called gradient-intercept form

Teacher introduces as the

gradient-intercept form of a straight line
equation, where m = gradient and b = y-
intercept

Students listen and take notes

25-35 Teacher shows students the graphs of y=2x-1 Teacher: Walks around and observes Mostly S
to make surest students stay on task,
and y=-3x+2 again and asks if they can figure provides hints
out the way to sketch these graphs without
using technologies. Student: sketches graphs, discuss with
peers

Once the students think they know how to Resources: Smartboard, GraphSketch
sketch a graph, teacher then asks them to try
and sketch the following:
(a) y=4x+2
(b) y=-5x-2
(c) 3y+2x-6=0

Some students might be using table of value

to sketch these; others might notice that they
have to start at the y-intercept and then use
the gradient to find the second point.

Teacher walks around the class and checks

students are staying on task.

35-42 Teacher asks students to volunteer and Teacher: chooses some students to Mostly S
sketch graph on the board,
sketch these graph on the white board or demonstrates the gradient-intercept
smartboard (without using Geogebra or any technique to sketch graph
other graph software)
Student: explains their way of
sketching these graphs, and asks
Students need to explain their way of questions
sketching the graph (whether they use table
Resources: Smartboard, Whiteboard,
of value or any other methods) and markers

After students sketch all the graph, teacher

checks whether these graphs were sketched
correctly or not.

Teacher explains to students how they can

sketch a graph using the gradient-intercept
method, by first locate the y-intercept and
then use the gradient to find a second point.

Teacher demonstrates this technique using

the 3 problems above
Example 1:

Locate the y-intercept at (0,2)

The gradient is 4 or means from this point
move 1 right and 4 up to give the second
point at (1,6)
Connect the points to form a line.

Students listen and take notes

Example 2:

Locate the y-intercept at (0,-2)

The gradient is -5 or means from this
point move 1 right and 5 down to give the
second point at (1,-7)
Connect the points to form a line.

Example 3:

Students should notice the equation is not in

the gradient-intercept form. Thereby, the first
thing we need to do is rewrite in the form

Some students maybe forget/do not know

how to do make y the subject so it is
important that the teacher explains these
steps slowly
(Add 5 and subtract -2x from
 both side)
(Divide both sides by 3)
Locate the y-intercept at (0,2)
The gradient is means from this point
move 3 right and 2 down to give the second
point at (3,0)
Connect the points to form a line.

42-52 Since students now know how to sketch Teacher: shows students how to Mostly S
sketch graphs using graph softwares,
graph using the gradient-intercept method, divides class into groups, and explains
teacher shows how graphs can also be drawn the task, school policy on safe internet
using computer softwares (Geogebra, use and consequences if anyone did
the wrong thing, walks around and
Graphsketch, and Excel, etc…) assists where necessary

Students will be assigned into groups of 4 Student: works in groups, discusses

with classmates, answers all of the
questions, and prepares to report
Each group will be given a family of graphs back to the class
(there will be 2 families of graphs: for the first
Resources: Laptop, Smartboard,
family, each of the equations will have the Geogebra/Graphsketch
same gradient but different y-intercepts, and
for the second family, each of the equations
will have the same y-intercept but different
gradients.)

The tasks are:

1) Use Geogebra to plot all of these graphs on
the same set of axes.
2) State the gradient and the y-intercept for
each of the graphs
3)
- For first family, discuss the relationship
between the y-intercept and the given rule
for each graph
- For second family, discuss the relationship
between the gradient and the given rule for
each graph.
4) Each group assigns roles of spokesperson,
computer user, scribe, assistant to computer
user
5) Report your findings to the class

Before letting students go on and do the

 work, teacher must explain what will happen
if someone uses the laptop for other
purposes. Make sure everyone is clear what is
expected from them.

Teacher walks around, observes to ensure

every student contributing within each group,
and assists them when necessary

52-57 Teacher facilitates students' discussions Teacher: provides feedback specific on Mostly S
the discussion
about their findings.
Student: listen to their peers'
Teacher gives constructive feedback to each presentation, contributes to class
discussion, and asks questions
group Resources: Laptop, Smartboard,
Geogebra/Graphsketch
57-60 Teacher summarises the key points of the Teacher: Recaps the key ideas, asks if Mostly T
students have any questions, explains
lesson. Asks students if they have any further homework
questions.
Student: listens to teacher, asks
questions about today
Teacher concludes the lesson by summarising lesson/homework, and waits to be
key ideas: dismissed from class.
- All linear equations relating the variables x
and y can be rearranged into the form Resources:
, where m = gradient, and b = y-
intercept. This is called the gradient-intercept
form of a straight line equation,
- How to sketch a graph using the gradient-
intercept method, by first locate the y-
intercept and then use the gradient to find a
second point.

Teacher explains what students have to do

for homework:
- part 3 of the project
- Extension work: Around Australia !!!

Reflection
What have I learned about the teaching and learning process when preparing this
lesson?

I have learned not to treat my students as empty vessels that needed to be filled
with knowledge. Instead of telling students the answer, I have learned to create an
active environment where they can construct their own knowledge in a meaningful
and enjoyable way.
How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

recognise equations of the - Class discussion
form y=mx+c as representing - Student completes the questions
straight lines and interpret
the x-coefficient (m) as the
gradient, and the constant (c)
as the y-intercept, or a
straight line
graph straight lines with - Observations
equations of the form y=mx+c - Group activity
('gradient-intercept form') - Class discussion

graph equations of the form - Observations

by using the gradient - Class discussion
and the y-intercept, and with the use
of digital technologies - Communication with students
- use graphing software to graph a
variety of equations of straight lines,
and describe the similarities and
differences between them
- explain the effect of changing the
gradient or the y-intercept on the
graph of a straight line

Other considerations

Complete the table blow by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with
the standard.

Graduate Evidence within this lesson

Standards
1.2, 1.3, 1.5 Working individual or in pairs allow collaboration and social support.
Different activities are integrated throughout the lesson, this helps
students with different abilities can achieve the intended outcomes
2.1,2,2,2.6 Lesson's content is selected to maximise student learning
Implement the use of ICT to provide learning opportunities for
students
3.1,3.3,3.4,3.5 Sketch a family of graphs and discuss the relationship between
gradient and y-intercept.
Use of Geogebra to explain the gradient-intercept form
Teacher communicate with students to collect evidence of student
understanding
4.1, 4.5 Group activities are used to support student participation and
engagement
Teacher explains about safe, responsible and ethical use of ICT
before letting students get on with their work
5.2 Teacher facilitates discussions and constantly provides students
with meaningful feedback

WHS
What are the key risk issues that may appear for and need to be reduced/eliminated
in this lesson? Using your syllabus and support documents as well as other WHS
policy- Outline the key WHS considerations that are to be applied in this lesson?

In this lesson, students are allowed to have access to their laptop and use the
software to sketch graphs. Some students may use it for different purposes e.g.
playing games, accessing facebook, browsing websites, etc. Therefore it is important
for teacher to discuss with the students about safe and responsible internet use
before starting the activity. Teacher must explains the consequence of violating the
rule to students. Another solution is to have Geogebra downloaded in advance into
students' laptop.

References (In APA)

You must list all references that you have used for the content and resources of this
lesson in this space.
Resources Attached:
You must list all the resources that you have created or found in this space.
 Lesson Plan Three

Topic area: Stage of Learner: Syllabus Pages:

Linear relationships Stage 5.1/5.2; Year 9 Mathematics K-10 Syllabus 2012
MA5.2-9NA uses the gradient- pp. 375
intercept form to interpret
and graph linear relationships
Date: Location Booked: Lesson Number: 3/6

Time: 60 minutes Total Number of students: 24 Printing/preparation:

Outcomes Assessment Contents

Syllabus outcomes Lesson assessment Students:
Uses the gradient-intercept form to Formative assessment Interpret and graph linear relationships using gradient-intercept
interpret and graph linear such as a teacher: form of the equation of a straight line
relationships - asking students to  find the equation of a straight line in the form
raise their hands if , given the gradient and the y-intercept of
they feel they have the line
understood a  find the gradient and the y-intercept of a straight line
Life Skills outcomes introduced concept from its graph and use these to determine the
- posing questions to equation of the line
individuals/groups of - match equations of straight lines to graphs of straight
students lines and justify choices (Communicating, Reasoning)
- providing
constructive feedback
Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
Cross Curriculum themes: N/A
General capabilities: Make connections between gradient, intercept,
- Numeracy points that lie on the line and gradient-intercept
- Critical and creative thinking form to find the equation of a straight line.

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order knowledge communication
thinking and to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students’ self regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students
and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration

How the quality teaching elements you have identified are achieved within the lesson.
 Teaching Indicators of presence in the lesson
element
1.1 Matching activity focuses on number of central ideas such as gradient, intercept, point on a
line and equation of a line
1.2 Students have to be able to rearrange the general equation and turn it into
gradient/intercept form, find the gradient and y-intercept via observation or substitution
1.4 Students have to apply what they know to find the gradient/y-intercept, organise pieces of
information to find the correct set of card.
1.5 Use of terms such as gradient, y-intercept, coordinates, substitution, general form and
gradient-intercept form
1.6 Students are engaged in discussion with classmates and communicate their answer with the
class.
2.2 Instead of worksheet, students are engaged in group work activity
2.3 Students are expected to complete 5 sets of 5 matching cards in a limited time.
2.4 Collaboration is a must in order to complete the activity, students support each other and
actively participate in working towards a common goal.
3.1 In order to find the equation of a straight line in this lesson, students need to know how to
find gradient and y-intercept.
3.3 Lesson 3 build on the knowledge that students have obtained from lesson 1 and 2.
Students recognise gradient, intercept, points that on the straight line and equation of a line
are all connected.
Time Teaching and learning actions Organisation Centred
T/S
Intro Teacher greets students and asks them to unpack and Teacher: Greets T
0-3 students, marks the roll
sit down in their seats.
Student: settles into
Students come in and settle down, take out workbook class, takes out books
and stationery
and stationery
Resources: Books,
stationery, roll-call.
3-10 Teacher asks if students have any problem with their Teacher: asks questions T and S
about project and
homework. If there is no question, teacher asks homework
someone to volunteer and present their answer to the
class. If no one want to volunteer, teacher randomly Student: asks questions
choose 1 or 2 students to share their answer. Resources:

Teacher provides immediate, and constructive

feedback.

10-15 From the previous lessons, students were introduced to Teacher: outlines T and S
today's' lesson, facilitate
the gradient/intercept form, and they now know how to discussion, sketches
find the gradient and intercept given either the graph or graph, and allows
the equation of a line. thinking time and asks
questions

Teacher explains in this lesson, they will learn how to Student: contributes to
find the equation of a line, by first finding the value of class discussion, asks
questions, listens and
(m) the gradient and the (b) y-intercept, takes note
To find the value of:
Resources: Smartboard,
- gradient (m) using m = Geogebra
- y-intercept (b), by observing where the line cuts the y-
axis or by substituting another point.

After that substituting these two values into the

gradient-intercept form y= mx + b, leaving x and y as
variables.

Teacher use Geogebra to draw a line y = x + 1 and asks

some students to read off some points on the line

For example: (-1,0), (1,2) , (2,3), etc.

Then asks them the same question again but this time
without showing them the graph and asks how they
know that their suggested coordinates are on the line.
Suggested coordinated could be: (4,5), (5,6), (99,100),
etc.

Teacher allows extra thinking time for students to figure

out the pattern that all points (x,y) on a line satisfy the
equation of the line.

For example: (99,100) is on the line with the equation y

= x, since substituting x = 99 and y =100 gives a true
equation 99 = 99 + 1
15-20 Teacher does few examples with the class to reinforce Teacher: explains T and S
example (just do one),
the idea presented above allows time for students
to work out the answer
Example 1: Given the values of m and b, write the rule on their own
and sketch the graph. Student: Listens and
takes notes
(a) a gradient of 2 and a y-intercept of 3
Resurces: Whiteboard,
(b) m = -1, b = 2 makers, smartboard,
(c) m = , b = 4 Geogebra

Answer for example 1:

(a) y = 2x + 3

(b) y = -x + 2

(c) y = x + 4

20-30 Example 2: Find the equation of the following straight Teacher: asks students to T and S
calculate the gradient
lines and y-intercept, reminds
(a) them about gradient-
intercept form

Student: answers
questions and asks
teacher questions if not
sure what to do

Resources: Smartboard,
Geogebra

(b)
 (c)

Teacher asks students what pieces of importation that

they need to find the equation of a line
Expected responses could be: gradient and y-intercept
Teacher reminds students how to find the value of:
- gradient (m) =
- y-intercept (b), by observing the graph.

Once they have the gradient and y-intercept, they can

just put it in the equation y=mx+b to get the equation of
the line.

Answers for example 2:

(a) y = x + 1
(b) y = 2x + 4
(c) y = -2x + 2

30-40 Investigation!!! Teacher: circulates and T

provides help when
necessary
Students are asked to solve a real life problem. (They
can work individually or in pairs) Student: attempt to
solve the problem

The question is: Resources: whiteboard,

Water is draining from a swimming pool. Initially, the markers
volume of the pool is 375 kL. After 2 hours, the volume
of water in the pool is 325 kL and 175 kL after 8 hours.
Assuming the relationship is linear. How long would it
take to empty the pool completely?

Teacher walks around and provides hint

 After 5 minutes, teacher will go through the question
with the students

40-50 Matching activity: Teacher: explains the Mostly S

task, walks around and
Students get into groups of 4. Each group will be given observes, communicates
20 cards. Each card has one of the following: with students and
1) an equation in gradient-intercept form provides help where
necessary
2) an equation in standard form
3) a point and gradient Student: works with
4) a sketch of a graph classmates to complete
the task, asks questions
5) a gradient and y-intercept
The task is to find 4 complete sets. A complete set Resources: Matching
contains 5 components: the graph, gradient and y- activity (cardstock)
intercept, an equation in gradient-intercept form, an
equation in standard form, a point and a gradient. The
first group who complete their 4 sets will be the winner.
This activity helps students make connections between
all the forms and see them as similar idea as opposed to
completely separate ones.
Teacher walks around, talks to students to assess their
understanding and provides help/feedback

50-55 Each group will have to show at least 1 set of 5 Teacher: facilitates Mostly S
discussion and provides
matching cards and explain why they choose as such. feedback
Teacher facilities discussion and provides constructive
feedback Student: presents their
work, others ask
questions

Resources:
55-60 Teacher recaps the main points of today's lesson, Teacher: summarises key T and S
ideas, answers students'
explains that they should be able to do part C of the questions about the
project. If students all know what they are doing and project, dismisses class
have no question, teacher asks students to pack up
Student: asks questions
Teacher dismisses the class.

Resources:

Reflection
What have I learned about the teaching and learning process when preparing this
lesson?

I learn to differentiate activity so that it must have different exit points and it must
also help students to see the connection between and among central concepts and
ideas as opposed to completely unrelated ones.
How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

find the equation of a straight - Observations
line in the form y=mx+c, given - Discussions with students
the gradient and the y- - Example 1: Students' answers for part b and c
intercept of the line

find the gradient and the y- - Matching activity

intercept of a straight line - Discussions with students
from its graph and use these - Observations
to determine the equation of - Examples 2 and 3
the line
- match equations of straight
lines to graphs of straight
lines and justify choices
(Communicating, Reasoning)

Other considerations

Complete the table blow by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with
the standard.

Graduate Evidence within this lesson

Standards
1.2 Use of different teaching strategies such as use of geogebra to help
student visualise
1.3 Students from diverse linguistic will be paired up with peers that can
speak their language
1.5 Differentiated materials with multiple exit points to meet the diverse
abilities of student
2.1 Use of different methods to find the y-intercept e.g observing the
graph or substituting the value into the equation to find the constant
b (y-intercept)
2.2, 2.3 Students learn about gradient and y-intercept first before move on to
find the equation of a line
3.1, 3.3 Matching activity is a challenging exercise that require students to
link between concepts and ideas of linear relationships
3.4 Use of technology to sketch graph to engage students
4.1 All students are encouraged to participate in class discussion and
group work.
5.1, 5.2 Observing, questioning students' understanding and providing
immediate and constructive feedback
WHS
What are the key risk issues that may appear for and need to be reduced/eliminated
in this lesson? Using your syllabus and support documents as well as other WHS
policy- Outline the key WHS considerations that are to be applied in this lesson?
None

References (In APA)

You must list all references that you have used for the content and resources of this
lesson in this space.
Resources Attached:
You must list all the resources that you have created or found in this space.

School For The Future Project

Matching activities (24sets x 5cards = 120 cards)
RATIONALE
The three consecutive lesson plans are designed for stage 5.1/5.2 students, focusing

on the topic “Linear Relationships”. These lessons mainly focus on using the gradient-

intercept form to interpret and graph linear relationships MA5.2-9NA. The lessons starts

from building a conceptual understanding of gradient, to the use of gradient-intercept form

in sketching linear equation, and then moves on to finding equation of a straight line. The

final lesson is designed to link all of the key concepts gained from previous lessons to solve

real world problems. A project base learning is implemented in this set of lesson plans. The

purpose of this project is to get students actively involved in their learning process as well as

take responsibility for their own learning.

The objective of the first lesson is to help student acquire a conceptual

understanding of gradient supplemented with some procedural understanding of the

gradient. Prior to the delivery of knowledge content, teacher will ask students what they

know about the terms “graph” and “gradient”. Most students will be able to answer this

question, however, some of the answers could be quite simple or completely incorrect.

Campbell and Campbell (2009) described that existing knowledge acts as mental hooks that

serve to anchor instructional concepts. Conversely, Campbell and Campbell (2009) also

mentioned that the integration of the new knowledge can be thwarted if it conflicts with

students’ pre-existing misconceptions. In addition, all students and teacher can benefit from

a simple overview of what is known or more accurately to be known about a topic. This first

part is straightforward but essential to students. At times, basic understanding is a

steppingstone towards more complex materials. Once students understand the definition of

gradient, they will move on to discover how to calculate the gradient. By first answering the

question "why" they need to find the gradient. This will make learning more meaningful and
increase the levels of engagement. The next part of the lesson is learning about types of

gradients. The use of visualisation of gradient house to help students visually identify

gradients. Also the image of gradient house will stick with the students. Whenever students

are asked about gradient, they could refer to the gradient house. Visual imagery could also

help in the successful tackling of problem solving later on (Carden & Cline, 2015).

The second lesson is all about exploring the gradient-intercept form and how to use

this form to sketch linear equation with and without the aid of technology. The lesson is

built around the concept of the teacher as “facilitator” and the students as “active learner”.

Mathematics is all about pattern and being able to connect these pattern to form new

understanding. This idea is demonstrated as students have to look for connection between

the equation of a straight line in the form y = mx + b, the gradient and y-intercept. Teacher

will guide students to the answer to the question “why’ it is called the gradient-intercept

form. Understanding of the gradient-intercept form is likely to pay dividends later on when

students explore the “how” to independently construct graphs. Students will be given time

to practice sketching by hand before they are allowed to sketch using graphic software. The

lesson has embedded the use of ICT into varieties activities, with the goal to support and

transform teaching and learning. Attard and Catherine (2011) pointed out that good

pedagogy promotes the integration of technology into the learning and teaching

mathematics. However, when ICT is seamlessly integrated into the practices of classroom, it

can become somewhat problematic (Thorvaldsen, Vavik, & Salomon, 2012), as students may

become dependent on the technology. On one hand, without a proper understanding of the

gradient-intercept form and how to sketch graph using gradient-intercept method; the

integration of ICT would be pointless, as students will struggle to interpret the output

generated by mathematics software. On the other hand, ICT makes it possible for students

to see connection between multiple representations of a concept and to gain insight into
more abstract material. Students should be taught to appreciate the use of ICT rather than

become dependent on it.

In lesson three, the focus is on finding the equation of a line. Students should have a

strong conceptual understanding and strong oral explanation of gradient-intercept. Lesson

three will help student to develop procedural fluency. Students will see all of what they

have learned so far are all interrelated, this will help to enhance students’ learning attitude,

motivation and engagement. This part of the lesson is straight forward as students just have

to substitute the value of gradient (m) and y-intercept (b) into . Teacher will

demonstrate how to solve one of the examples, students will know what quality of work is

expected from them. The challenging aspect of the question is how students apply what

they have learnt in solving real life problem. Problem solving is an important aspect of

developing mathematical knowledge and students find it more rewarding than just

memorising rules/instructional steps (Goos, Stillman, Vale, & NetLibrary, 2007). The teacher

is an important factor in this part. In order to solve a problem, students might have all the

knowledge of "what", "how" and "why" but they could not put all these components

together (Goos et al., 2007). This is when teacher needs to step in and guide them through.

The students have a chance of seeing their teacher connecting the all the key ideas in

solving problems. This process allows students to assess their understanding through which

understanding is clarified and refined (Goos et al., 2007).

A range of teaching strategies and learning activities has been implemented in the

three lesson plans to ensure the high quality of teaching and learning. Among those, the

importance of collaborative learning is highlighted throughout the three lesson plans.

Collaborative learning can promote academic and socio educational outcomes, because

students learn to value opposing viewpoints, provide and receive help, and work together to

achieve a common goal (Le, Janssen, & Wubbels, 2018).

REFERENCE

Attard, Catherine, & Northcote, Maria. (2011). Teaching with technology : Mathematics on

the move : Using mobile technologies to support student learning (Part 1).

Australian Primary Mathematics Classroom, 16(4), 29-31.

Campbell, L., & Campbell, Bruce. (2009). Mindful learning : 101 proven strategies for

student and teacher success (2nd ed.). Thousand Oaks, CA: Corwin Press.

Carden, J., & Cline, T. (2015). Problem solving in mathematics: The significance of

visualisation and related working memory. Educational Psychology in Practice,

31(3), 1-12.

Goos, M., Stillman, Gloria, Vale, Colleen, & NetLibrary, Inc. (2007). Teaching secondary

school mathematics research and practice for the 21st century. Crows Nest, NSW:

Allen & Unwin.

Le, H., Janssen, J., & Wubbels, T. (2018). Collaborative learning practices: Teacher and

student perceived obstacles to effective student collaboration. Cambridge

Journal of Education, 48(1), 103-122

Thorvaldsen, S., Vavik, L., & Salomon, G. (2012). The Use of ICT Tools in Mathematics: A

Case-control Study of Best Practice in 9 th Grade Classrooms. Scandinavian

Journal of Educational Research, 56(2), 213-228.